Page 67 - E-Modul Pembelajaran Bahasa Inggris SD

own talk – through explanations, questioning, and descriptions – to build up
the knowledge of those in their care. Instructional use of talk can include

“narrating” events of the day (for example, “We’re crossing the road to get
to the park.”) and describing children’s actions as they are performing them

(“You’re putting your hand in the warm mitten.”).\

Using talk for learning also involves extending children’s language
by supplying additional words and more complex sentence structures (for

example, when a child says “Up!” then saying “You want me to pick you
up?”). Using talk for learning is most effective when early educators engage

in discussions of the here and now that also take young children beyond

their immediate surroundings and experiences. An educator might begin
with the here and now (for example, a child’s expression of interest in an

object); expand from there (talking about the object’s appearance or what
one can do with it); and then engage in talk that goes beyond the immediate

context (making a plan for using the object later in the day or discussing a

prior use of the object). In this example, the educator is responding to
children’s interests and real-time experiences, situating language learning

in meaningful contexts.
It is also important for educators to engage groups of children in

extended discourse. This should include asking and discussing open-ended
questions, which require more than a “yes” or “no” and prompt reflection.

Educators should encourage children to take turns responding, as well as

monitor the group to involve nonparticipating children.

c. Engage in language-rich play. Play is a means of learning in early
childhood, and educators should be able to weave language learning

throughout the play of young children. Educators can and should use songs

and gestures, flannel board stories, puppets, and other materials that prompt
the use of talk by children and adults alike. Language-rich play includes not

only adult–child interactions, but also – beginning as early as toddlerhood –
groups of children. When facilitating play among groups of toddlers,

educators should intentionally support and guide the language experience –

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